Table of Contents

Preface; Part I. Introduction to Multimedia Learning: 1. The promise of multimedia learning; 2. Science of instruction: determining what works in multimedia learning; 3. Science of learning: determining how multimedia learning works; Part II. Principles for Reducing Extraneous Processing in Multimedia Learning: 4. Coherence principle; 5. Signaling principle; 6. Redundancy principle; 7. Spatial contiguity principle; 8. Temporal contiguity principle; Part III. Principles for Managing Essential Processing in Multimedia Learning: 9. Segmenting principle; 10. Pretraining principle; 11. Modality principle; Part IV. Principles for Fostering Generative Processing: 12. Multimedia principle; 13. Personalization, voice, and image principles; Part V. Conclusion: 14. Principles of multimedia design; References.

Promotional Information

An evidence based, rigorous text reviewing 12 principles of experimental studies grounded in cognitive theory of multi-media learning.

About the Author

Richard E. Mayer is professor of psychology at the University of California, Santa Barbara, where he has served since 1975. He is the author of Multimedia Learning (Cambridge University Press, 2001) and editor of The Cambridge Handbook of Multimedia Learning (Cambridge University Press, 2005). In 2008 he received the American Psychological Association's Distinguished Contributions of Applications of Psychology to Education and Training Award.

Reviews

"...The material is well structured and goes into succeeding levels of detail to describe what works and what doesn’t. Cognitive aspects of how learning is delivered are thoroughly presented, using many charts and graphics to provide alternate means of viewing the text data. The text relies on extensive research performed by the author and other notable cognitive psychologists and instructional designers in the field. The book can serve as an excellent text for upper-level undergraduate and graduate courses in instructional design. It can also be used by professionals in the field, as a reference guide to what may be new cognitive research applied to the area of multimedia learning."
--Bernice Glenn, Reviews.com (Computing Reviews)